Unit 8 Flashcards
The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species
Phylogenic Provenance
The effect of the stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment
Ontonogenic Provenance
A rule specifies a contingency. It may evoke or abate behavior without the behavior having to directly experience the contingency
Rule Governance
A sub-discipline of ABA,which is the application of the science of behavior. Guided by the single theory of human behavior and has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance
Organizational Behavior Management OBM
Components of OBM
Performance management (PM)Behavior systems analysis (BSA)Behavior-based safety (BBS)Pay for performance
The management of an individual employee or a group of employees through the application of behavior principles
Performance Management
Goal setting Feedback Job aids Token systems Lottery systems
Interventions in PM
Anything a living organism does
Behavior
What is left after a behavior
Result
Implementing behavior plans, collecting data, implementing emergency procedures
Clinical Tasks
Variables affecting performance
Antecedents
Equipment and processes
Knowledge and skills
Consequences
Procedural integrity (IV integrity) Monitoring effectiveness of behavior plan (DV integrity)
Performance Monitoring
Problems with conducting monitoring
Monitoring is hidden
Staff don’t know why they are being monitored
Monitoring is done impolitely
Results of monitoring are not shared
Used primarily for punishment, typically delayed punishment
Incorrect use of monitoring data
What to do with data:
Reinforcement and corrective feedback for the staff member
Minimum of 4:1 instances of reinforcement to corrective feedback
Reinforcement every chance
Why data collection doesn’t sustain
Problematic definitions Unclear roles Insufficient materials Insufficient training Complexity of intervention Failure to generalize Competing contingencies Staff dissatisfaction
Observation
Permanent product
Self-report
Types of integrity
Steps to effective performance monitoring
Pinpoint-Specify what it is the staff are supposed to be doing
Develop a tool that contains each component
The observer collects data as the staff implements a behavior plan
Determine if the staff meets a specified level of criteria
Often the target behavior can be collected simultaneously
Pinpoints (Target Behavior for Staff)
Observable
Measurable
Reliable
Create a data sheet
Designate space for identifying information
List the key components for successful implementation and make room to note
Have a space to take notes
Develop a tool
How often to monitor
80% agreement for most plans
At least once per week
Increase monitoring if:
Data is being collected on a vital skill/dangerous problem behavior
New plan
Problems are noticed
Arrange observations when problem behavior is most likely
More worried about low agreement
Integrity is more important in some procedures as opposed to others
When collecting data on deceleration
A change in behavior when being observed
Reactivity
Monitor frequently Self-monitoring Monitoring results Covert monitoring Using reactivity to your advantage
Reducing Reactivity
Identify the biggest opportunity
Select a few behaviors that will have the greatest impact
Don’t overwhelm with pinpoints
Identifying Pinpoints
Observable
Measurable
Reliable
Two or more people should be able to agree on whether or not the targets are occurring
Operational definitions
Measurement Dimensions
Quantity
Quality
Cost
Timeliness
Quantity
How much of something
Quality
How well something is done
Cost
How much something costs
Timeliness
How long something takes to complete
Begin by asking managers and employees, “What makes someone good at X?”
Engage in narrative recording while interviewing management and staff members
Look for recurring themes, especially between managers and employees
Identifying Quality
Examine industry standards
Observe the behavior
Surveys
Quality Assessment
Anchors behavior to scores
The more behavior that an individual engages in, the higher the score
Behaviorally Anchored Rating Scale (BARS)
Benefit of BARS
Allows for easy goal setting
Allows for objective evaluation Negates the need for other forms of performance review
Important for direct care staff
Should be implemented for new staff, when new plans are introduced, or when there is a skill deficit in existing staff members
Antecedent manipulation
Training
Decide is the staff “can’t do” or “won’t do”Task clarification
Re-training
Provision of written description Brief explanation with questions Classroom training Performance and competency-based training Behavioral skills training (BST)
How to train
Steps for Staff Training
Verbally describe the skills and give a rationale
Provide a written description
Demonstrate how to perform the skills
Observe trainee practice the skill
Provide feedback on performance
Repeats steps 3-5 until proficiency is reached
A rationale explains why the staff will be responsible for implementing the plan
The verbal description should be succinct but clearly explain the steps of the plan
Verbally describe the skills and give rationale
Gives a permanent reference
Do not provide additional information outside of what has to be implemented
Consider a checklist
Provide a written description
Demonstrate the skill(s) while the employee watches
Demonstrate the skills in the natural environment when possible
It is critical to have a competent trainer in steps 3-5
Demonstrate how to perform the skills
Have the staff perform all aspects of the new skill in the natural environment
If not possible, consider role-playing
The trainer must observe the trainee as s/he demonstrates the skill
The trainer notes correct implementation and any mistakes
Observe trainee practice the skills
Provide immediate feedback following performance
Describe what was done correctly and incorrectly
Explain how to fix the incorrect elements
Answer questions
Provide feedback on performance
Continue the process until the trainee can perform the skill without corrective feedback
Consider more stringent mastery criteria
Repeat steps 3-5 until mastery is reached
Set very clear learning objectives
Consider pre-test
Provide rationale
Considerations when using classroom training
Provide instruction using lecture, watching videos, internet broadcasting
Avoid passive attendance by using active student responding (ASR)
Using Classroom training
Some skills can be acted out
One employee engages in a scripted behavior and another employee(s) complete a skill as taught
Provide feedback either during or immediately after the performance
Always have a mastery criteria
Role Playing
Some skills are difficult to role-play, or you have a large group of trainees
Evaluate video models performing behavior
Employees evaluate correct and incorrect elements of a performance
While watching the videos employees evaluate the performance with assessments tools
Typical tools include checklists or other evaluation tools used on the job
Provide feedback on the accuracy of recording
Vary the scenarios
Video Modeling
Industry specific-mandated information
Data collection and behavior plan implementation
ABA basics
Population information
What to teach staff
Consists of manipulations before the behavior occurs
Antecedent based interventions
When to use antecedent interventions
Role problems
Competing contingencies
Failure to generalize
Types of antecedent type interventions
Job description
Supervisor presence
Job aides
Proper evaluation of pinpoints
Clarification of management duties
Clarification of roles
Job description
May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement
Supervisor presence
Can be used when formal training is not warranted
Job Aides
Task clarifications
Checklists
Conduct a task analysis of a job duty
Place the tasks in order of occurrence
Antecedent Interventions
Highly detailed set of instructions of what is expected
Task Clarificiation
A list of activities in sequential order that need to be completed
Checklists
Why reinforcement fails
Insincere Too thin Assumption of value Too delayed Too general Non-contingent Reaction from employee
Can get behavior started
Should transfer to positive reinforcement as soon as pinpoint begins to occur
Use for negative reinforcement
Performance Feedback
Positive feedback
Constructive feedback
Provide immediate, specific, contingent, sincere statement
Deliver fairly and equally, based upon data
Spend time pairing yourself with reinforcement
Be sensitive to public versus private praise
Positive feedback
Done in private Soon after the behavior Describe the desired performance Talk specifically about behavior, nothing else Use ‘I statements’Deliver when calm
Good Constructive Feedback
Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback)
Staff Information
An antecedent that describes a terminal level of performance to be obtained
Goals
Difficult are achievable
Under performer control
Specific
Good Goals
Set the goal and mark it on the graph
Obtain employee input for the goal
Consider sub-goals if significant improvement is required
Setting Goals
Identify outcome for consumer
Specify target behavior for staff
Provide training
Monitor staff performance
Provide data based reinforcement for correct performance
Provide corrective feedback for insufficient performance
Evaluate the effects of supervisory procedures
Outcome Management
Don’t threaten punishment, just implement
Punish the behavior, not the person
Punish immediately
Punish every time
Make it clear what is expected and reinforce the occurrence
Continue to deliver reinforcement for appropriate behavior
Punish in private
Be consistent
Don’t mix punishment and reinforcement
Use an intense punisher
Guidelines
make sure the reinforcement procedures stay in effect align with personnel policy
obtain upper management support
supervisors should persevere
Disciplinary Action
